Team Members*Jenn Kozak

*Corey LogsdonWanda Means-Harris

*All members seeking CPD credits

Dr. Charles R. Drew Elementary School

Grades PreK-5Montgomery County Public

Schools

Dr. Charles R. Drew ES Action PlanAction Plan- copy on next page The action plan was successful because it

included opportunities for ongoing professional development, collaboration, and outreach to family and artist community members. We truly made arts integration a part of our culture and that is reflected in teacher and student work throughout the building. Arts integration was a common thread throughout our building and beyond to include staff meetings, classrooms, bulletin boards, community events, newsletters, and field trips. We had a clear focus, roles, and timeline which ensured that there was accountability for completion of tasks.

Action Plan (page 1/2)

Action Plan (page 2/2)

Artifacts:Collaborative Poem Team Builder-Example of

how we used this AI strategy as a team building exercise at the beginning of the year: pictures/task

Washington Performing Arts Society- Musical Journey to Latin America by Cantaré Assembly

Arts Integration Open House-Schedule and invitation

Arts and International Night-Pictures and invitation

Arts Integration Bulletin boards-pictures/examples

Collaborative Poems: Pre-service Team Builder

Collaborative Poems: Pre-service Team Builder Cont’d

Washington Performing Arts Society: Musical Journey to Latin America by Cantaré Assembly

Arts and International Night

Arts Integration Bulletin Boards

Team Member Lesson Plans

Jenn Kozak- Grade 5

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Jenn Koak5th Grade Unit Plan – Social Studies

Goal of unit –

The students will be able to: identify the various perspectives held during the Revolutionary War- the Loyalists, the Patriots, the Redcoats, the Minutemen; They will explore the thoughts and feelings of each group during key turning points of the American Revolution.

Description -

Compose a haibun poem in order to convey the thoughts and feelings of the Minutemen as they crossed the Delaware River, express the various perspectives of the Loyalists and Patriots through character interviews, portray the difference in mood between the Minutemen and the Redcoats during the Battle of Breed’s Hill by composing and performing a soundtrack

Activities and materials – See next slide

5th Grade Standards- Standard 2.0: Student will understand the diversity and commonality, human

interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.

Standard 5.0: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.

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Jenn Kozak5th Grade Unit Plan – Social Studies

Activities (3 lessons following this slide)

Lesson 1- Character Interviews: Loyalist or Patriot?Materials needed: “History Alive!” textbook, Loyalist and

Patriots T-Chart, Sample interview questions, TV host props Lesson 2- The Soundtrack of Breed’s Hill

Materials needed: Battle of Breed’s Hill art prints, “See, Think, Wonder” capture sheet, various classroom items to be used as musical instruments

Lesson 3 – What was it like crossing the Delaware, George Washington?

Materials needed: “George Washington Crossing the Delaware” by Emanuel Leutze art print, “Washington Crossing the Delaware” by Mort Kunstler art print, “See, Think, Wonder” capture sheet, haibun prewriting graphic organizer, “A Revolutionary Haibun” template

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Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot?

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Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot?

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Jenn Kozak – Lesson 1 Artifacts

Students used character interviews to demonstrate the different views of the Loyalists and the Patriots.

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Jenn Kozak – Lesson 2The Soundtrack of Breed’s Hill

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Jenn Kozak – Lesson 2The Soundtrack of Breed’s Hill

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Jenn Kozak- Lesson 2 Artifacts

The Redcoats Approaching

Minutemen Ready for Battle

Students use the See, Think, Wonder routine to view the Battle of Breed’s Hill from

both perspectives.

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Jenn Kozak- Lesson 2 Artifacts

Students then used various objects from around the classroom in order to create a soundtrack of the Battle of Breed’s Hill from both perspectives.

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Jenn Kozak– Lesson 3What was it like crossing the Delaware, George

Washington?

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Jenn Kozak– Lesson 3What was it like crossing the Delaware, George

Washington?

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Jenn Kozak – Lesson 3 Artifacts

It was a dreary night, crossing the Delaware River. The water tossed and turned as we tried to look ahead in the blinding snow. No man shifted or uttered a sound. The icy water washed over my feet, but I was already numbed. I shivered and thought of my family, how they were managing without a grown man to run the farm. Other soldiers hugged their knees, pin in their dull eyes. Thin sheets of ice only made the journey more difficult. At last, the crossing was over and the army stepped off the raft, unloading the few canons we owned. Everyone was pained, yet there was a determined glitter in everyone’s eyes, most of the courage from General George Washington.

Dark, cold, Christmas nightAll soldiers are very pained

Still, there is courage.

By Catherine Lo

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Jenn Kozak – Lesson 3 Artifacts

Students composed an original haibun based on the painting of George Washington crossing the Delaware.

Corey Logsdon - Grade 4

Corey Logsdon– Exploring Literature Unit Plan -4th grade Teacher

Goal of unit –The students will be able to: Identify the elements of a story, including characters, setting, problem, and solution, identify and explain character traits through their points of view, sequence the important events, identify and use words to express feelings, such as happiness, anger, sadness, frustration, acquire and use new vocabulary, use effective details, words, and figurative language.

Description - Students will read “Encounter” by Jane Yolen. They will be examining ways the author conveys important events in the story, how the setting and actions of characters impact the story. The students will apply and demonstrate this knowledge through a variety of Arts Integrated activities.

Activities and materials – next slide 4th grade - Standard 3.0 Comprehension of Literary Text

Use elements of narrative texts to facilitate understanding Use elements of narrative texts to facilitate understanding Identify and describe the setting and the mood Details that create the setting Identify and explain relationships between and among characters,

setting, and events Identify the characters point of view using text relevant information Apply the two voice poem structure in model Two voice poem to tell the points of view

Exploring Literature Unit Plan -4th Grade Teacher by Corey Logsdon

Lesson 1- Characters, Setting and Events: Columbus Lands in a New WorldMaterials needed: Class copies of Encounter, by

Jane Yolen, See, Think Wonder capture sheet, crayons, markers, pencils and other visual art medium

Lesson 2- Points of View of a Young Taino Boy and Christopher ColumbusMaterials needed: Class copies of Encounter, by Jane

Yolen Lesson 3 –The Land of the Taino

Materials needed: T-chart, Class copies of Encounter, by Jane Yolen

Lesson One “Columbus Lands in a New World” Corey Logsdon

Lesson One “Columbus Lands in a New World” Corey Logsdon

Students are using text relevant details of the characters and setting to the illustrate their comprehension of the text.

Lesson Two “Points of View of a Young Taino Boy and Christopher Columbus” by Corey Logsdon

Lesson Two “Points of View of a Young Taino Boy and Christopher Columbus” by Corey Logsdon

Student are developing their Two Voice Poems by focusing on points of view.

Lesson Three” The Land of the Taino” by Corey Logsdon

State Curriculum Content Standards, Indicators, Objectives:

Fine Arts Content Standard(s):2.0Historical, Cultural, and Social Context: Students will demonstrate an understanding of the history, traditions, and conventions of theatre, dramatic works, and other literature of the theatre.

Other Curriculum Content Standard(s): Standard 3.0 Comprehension of Literary Text

Students will read, comprehend, interpret, analyze, and evaluate literary text.

Fine Arts Indicator(s): Use a variety of theatrical elements to communicate ideas and feelings

Other Curriculum Content Indicator(s):Use elements of narrative texts to facilitate understanding

Arts Objective(s): Manipulate formal elements of performance, including time and space, to create improvisational scenes based on original or given ideas

Other Curriculum Content Objective(s): Identify and describe the setting of a story

Objective(s) (Connecting the content areas):

Students will be able to describe the setting of the text through Human Slide Shows/Freeze Frame using text relevent information.

Description of Lesson/Activities:

Students will read the story, "Encounter". Once students have completed their reading. Students will use the text to select details that define the setting: time, day or dates, month, year, season, historical references, geographical names, landscape details, and weather elements. Each group will create a human slide show to express an important part of the setting. One student will read an exerpt from the story, as the other students act it out from their group. The audience will utilize PQP after each group performs.

Assessment Strategies:

Anecdotal notes through out the process focusing on accurate portrayal of information, actions and feelings from the text.

“The Land of the Taino” by Corey Logsdon through the Human Slide Show

THE ENDThe team would like to thank the

instructors and artists at MATI for all their help and support!